Analysis of Mathematic Multiple Representations Ability by Applying the Problem-Based Learning Model (PBL) at Tenth Grade Students of SMA N 1 Pegagan Hilir

Abstract

This study aimed to analyze the ability of multiple representations of mathematical students through the approach of Problem-Based Learning (PBM). The research subject was the students of X MIA 2 SMA Negeri 1 Pegagan , consists of 32 students. The research instrument is a mathematical multiple representations ability test and an interview guide. Data analysis was carried out using the Miles and Huberman model analysis. The results showed: (1) The ability of multiple representations of mathematical students through the approach of PBM obtained that as many as 8 students or 28.125 % in the low catagory , as many as 11 students or 34.375% in the medium catagory and as many as 12 students or 37, 5% in high catagory . Indicators of multiple representations used in this reasearch were explaination, visualitation and mathematical expression. While multiple representations indicators in the form of visualitation indicator was more dominant controlled by the student in completing the test of the ability of multiple representations that have been given by the teacher with the percentage as much as 78.43%, while the explanation indicator from 32 students found that 67.19% of students are able to master the indicator , while the mathematical expression indicator from 32 students found that 55,93% of students are able to master the indicator, and (2 ) difficulties experienced by students in solving mathematical problems through the approach of PBM is the difficulty of understanding the concept, the difficulty in applying the principle, as well as difficulties in verbal problems.

Mathematics Concepts in Making Kites as a Tool in Ethno-STEM Based Learning

“…The implementation of ethnomathematics has also been shown to positively influence students' mathematical attitudes, conceptual understanding, and motivation, leading to improved mathematical representation abilities and cognitive styles (Kowiyah et al, 2019;Sinambela et al, 2022;Virgana, 2019). In addition, the use of ethnomathematics in mathematics education has been found to contribute to the improvement of school mathematics and the development of mathematics learning (Hendriana & Buyung, 2020;Bravo et al, 2023;Nur et al, 2020).…”

“…Integrating ethnomathematics into learning activities or in the curriculum can help students understand the relationship between culture and mathematics, leading to improved mathematical literacy and problem-solving skills (Aminah & Syamsuri, 2022;Sinambela et al, 2022;Fatoni et al, 2023;Yandani & Agustika, 2022).…”